The effect of augmented reality applied to learning process with different learning styles in structural engineering education

被引:3
|
作者
Liu, Pengkun [1 ]
Yang, Zhewen [2 ]
Huang, Jing [3 ]
Wang, Ting-Kwei [4 ]
机构
[1] Carnegie Mellon Univ, Dept Civil & Environm Engn, Pittsburgh, PA USA
[2] Financial Budget Auditing Ctr Linan Dist, Hangzhou, Peoples R China
[3] Personnel Adm Dept, ShiMao Grp, Shanghai, Peoples R China
[4] Natl Kaohsiung Univ Sci & Technol, Dept Civil Engn, Kaohsiung, Taiwan
关键词
Learning style; Augmented reality; Civil and structural education; Knowledge; Attitudes; Practices; Building information modeling; VIRTUAL-REALITY; TECHNOLOGY; ARCHITECTURE; MANAGEMENT; SYSTEM;
D O I
10.1108/ECAM-06-2023-0596
中图分类号
T [工业技术];
学科分类号
08 ;
摘要
PurposeThe purpose of this study is to scrutinize the influence of individual learning styles on the effectiveness of augmented reality (AR)-based learning in structural engineering. There has been a lack of research examining the correlation between learning efficiency and learning style, particularly in the context of quantitatively assessing the efficacy of AR in structural engineering education.Design/methodology/approachUsing Kolb's experiential learning theory (ELT), a model that emphasizes learning through experience, students from the construction management department are assigned four learning styles (converging, assimilating, diverging and accommodating). Performance data were gathered, appraised, and compared through the three dimensions from the Knowledge, Attitude and Practices (KAP) survey model across four categories of Kolb's learning styles in both text-graph (TG)-based and AR-based learning settings.FindingsThe findings indicate that AR-based materials positively impact structural engineering education by enhancing overall learning performance more than TG-based materials. It is also found that the learning style has a profound influence on learning effectiveness, with AR technology markedly improving the information retrieval processes, particularly for converging and assimilating learners, then diverging learners, with a less significant impact on accommodating learners.Originality/valueThese results corroborate prior research analyzing learners' outcomes with hypermedia and informational learning systems. It was found that learners with an "abstract" approach (convergers and assimilators) outperform those with a "concrete" approach (divergers and accommodators). This research emphasizes the importance of considering learning styles before integrating technologies into civil engineering education, thereby assisting software developers and educational institutions in creating more effective teaching materials tailored to specific learning styles.
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页数:33
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